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USE OF NORMATIVE PEER DATA AS A STANDARD FOR EVALUATING CLASSROOM TREATMENT EFFECTS 1
Author(s) -
Walker Hill M.,
Hops Hyman
Publication year - 1976
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1976.9-159
Subject(s) - normative , psychology , generalization , multiple baseline design , intervention (counseling) , developmental psychology , behavior change , clinical psychology , mathematics education , social psychology , psychiatry , mathematics , mathematical analysis , philosophy , epistemology
This study illustrated the use of normative behavioral observation data as a standard for evaluating the practicality of treatment effects produced in other settings. Three groups of eight subjects each, displaying relatively low proportions of appropriate classroom behavior when compared with regular classroom peers, were selected for treatment within an experimental classroom setting. The three groups were exposed to intervention procedures designed to reinforce either direct academic performance and/or facilitative nonacademic classroom responses. The treatment was effective in changing levels of appropriate behavior (1) above baseline levels in the experimental classroom, and (2) to within normal peer‐defined limits when reintegrated into the regular classroom. Further, the data reflect successful maintenance of these effects for a seven‐ to 12‐week follow‐up period. Several applications of a normative model for evaluating treatment, generalization, and maintenance effects were presented and discussed.